Comments (0)

Transcript of Process based art for children

Using Process-based art in the early childcare environmentProcess vs Product Based Art

Plan to make art an experience. Print rich environment. Books and posters that show works of art. Soft music playing. Art or creative station to explore art. Art is a choice. Child uses new materials. Art is a time to play and explore. Art can be calming for child and provider. Art is displayed when child is finished. Parents ask "what is this?" Child has lots of space and time to create. by Nanette StarkThese higher-level thinking skills won’t develop through copying or following directions (product), but through the processes of problem-posing that goes along with invention and experimentation. Rachelle Doorley (Tinkerlab)Developmental stages of scribblingScribblingDevelopmental stages of drawingScribblingRound shapesChildren identifying what they are drawingFaces and people appear (4-5 year olds)baseline drawing (no perspective or scale)perspective and scale appear (8-10 year olds)http://www.learningdesign.com/Portfolio/DrawDev/kiddrawing.htmlConversations to have with child:instead of saying "that's awesome" do a play by play..."I see you using your whole arm, I see you making blue circles, etc."

"lines and shapes as symbols for other things is the bridge leading to symbol recognition and formation used in reading and writing...the more experience a child has with producing art, the easier learning to read and write will be later on..." Susan Stryker (Young at Art)Viktor Lowefield states "the naming of scribbling is of the highest significance, for it is a an indication that the child's thinking has changed. Before this stage, he was satisfied with the motions themselves, but now he has connected his motions to the world around him...kinesthetic thinker to an imaginative thinker in terms of pictures."When a child names her drawing, ask questions about the drawing. If child labels a drawing as "mom" then ask about mom...is she tall, does she cook, is she nice to hug, etc. Improving the drawing is not priority...using all the senses to experience it is the priority. Let the child tell you when the drawing is finished, do not interrupt!Bibliography• Gardner, Howard, Artful Scribbles, New York: Basic Books,Inc., Publishers, 1980• Kellogg, Rhoda, Analyzing Children's Art, Palo Alto, CA: MayfieldPublishing Company, 1970• Lowenfeld, Viktor, Creative and Mental Growth, 4th Edition. New York:Macmillan Publishing Company, 1964•Lowenfeld, Viktor, Your Child and His Art, New York: MacmillanPublishing Company, 1963• Striker, Susan, Young at Art, New York: Henry Holt and Company, 2001literacy link:representational drawing is the foundation for storytelling, listen to their stories, write them down, skip over words, have them fill in the words or storyHelpful comments from you while observing children's art:

how child's actions affect the picturehow color is usedtype of line that is usedhow work is different from previous workthe way a tool is being usedpressure of the hand on the toolhow the child feels while creatingArt in the childcare setting: safe access to art materials throughout the day.What's going on in that noggin?Left Brain:math reading scienceRight Brain:emotional perceptioncreativityintuitionThe whole brain lights up in gifted children, showing the use of the whole brain.observe describe analyze interpretexpress feelings with or without wordsproblem solvingcritical thinking vocabulary more than one point of view collaborating confidenceFind a partner! One of you will draw and one of you will give feedback. Questions: coloring books, copies, pre-cut models as part of daily activities? Parents want to see those worksheets, those little projects...what can you say?Can you teach a skill and then allow a child to use it creatively?Ways to make this work for your space?boundaries?rules?mindfulness?safety!clean upWhat can we teach with these types of comments/questions?How can we bring in math, science, language, the world around us?Older kids can have on-going projects. Do you prefer premade?"Through the entire process, each individual child still has the opportunity to choose. They control their own process, discovery, and ultimately product." Child Central Station

TinkerlabPBS kidsHands On as We GrowUses senses to explore what art materials can do (e.g., scribbles with jumbo crayons, uses fingers to swirl finger paint or shaving cream, squeezes oily molding dough).Takes pleasure in exploring the textures of art materials (e.g., finger paints with abandon, squeezes play dough through fingers and squeals).Explores basic art tools and materials (those that do not demand great manual dexterity) to see how they work (e.g., scribbles with chalk, finger paints on a tray, makes crayon dots on paper).Shows a preference for particular textures and art experiences (e.g., delights in squeezing slick doughsage 1-2age 2-3

Uses art media to manage feelings (e.g., enjoys making holes in clay when frustrated, scribbles on paper and part of the table top when excited).

Uses a variety of art tools to draw, paint, sculpt and make collages, concentrating on the process rather than the product (e.g., scribble paints on butcher paper).

Shows a preference for "favorite" colors and styles of art (e.g., child chooses orange markers or paint at nearly every artistic opportunity

Creates unplanned art, but may assign content to the image after the fact (e.g., when finished with a drawing, announces, "This is my kitty, Fluffy.").

Chooses colors and media that match his or her mood (e.g., may paint pictures in black and brown while dealing with divorcing parents).

Builds on knowledge of basic art techniques to make mobiles and assemblages (e.g., hangs leaves collected on a nature walk from a hanger).

Can describe what is pleasing about his or her own art (e.g., asks you to hang his or her art on the wall because it is a "happy" painting).

3-4 year olds4-5 year olds

Begins to create art that is more realistic and includes some details of objects, animals or people. Such details are typically remembered features that have made an impression, but do not include all that is seen or known (e.g., draws a picture of a car with four wheels but no windows).

Uses art to reflect thoughts and feelings (e.g., transforms a list of favorite foods that his teacher had recorded on paper into a mobile from which illustrations of these foods are hung).

Builds on knowledge of basic art techniques to do activities like printing, etching, puppetry and weaving (e.g., joins in a preschool class project to weave ribbons into a back fence).

Can describe what is is pleasing about others' artwork and how the art makes him or her feel (e.g., finds pleasure in the bright colors and bold lines of Andy Warhol's artwork viewed on a trip to a museum).

1. Find real art!2. Be open-minded!3. Encourage careful looking!4. Ask open ended questions.5. Look for opportunity for related art-making.Preschematic (AGES 4-6) : The preschematic stage is announced by the appearance of circular images with lines which seem to suggest a human or animal figure. During this stage the schema (the visual idea) is developed. The drawings show what the child perceives as most important about the subject. There is little understanding of space - objects are placed in a haphazard way throughout the picture. The use of color is more emotional than logical.